scholarly journals The Effect Of Bingo Media To Improve Students Vocabulary Of The Eighth Grade Students At SMP S AL – Washliyah 27 Medan

2022 ◽  
pp. 1-12
Author(s):  
Indah Eka Destry, Yulia Sari Harahap
Keyword(s):  
Teaching Method ◽  
Eighth Grade ◽  
Average Score ◽  
Control Group ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
Creative Teacher ◽  
And Control ◽  
Vocabulary Achievement

There are some factors have influenced in teaching vocabulary. The creative teacher will use teaching method which appropriate with the students condition in the class and can attract them to be more interested in learning English especially vocabulary achievement. The aim of this research is to find the significance of Bingo Media in teaching English Vocabulary was observed and analyzed from students of eighth grade of SMP S Al – Washliyah 27 Medan. In this research, Bingo as media was implemented with discussion method in order was chosen in this research to solve the problem. The method of this research is quantitative by taking 60 students as the sample. The population of this research was all grade VIII students  and the sample of this research were VIII – A as the experiment class, grade VIII – B as the control class. Instrument of the research was used multiple choice about Descriptive text. After the research gave the treatment by used Bingo in teaching Vocabulary it showed that pre-test average score of experimental group was 83,67 and control group was 69. Meanwhile, the post-test average of experimental groups was 59,33 and control group was 55. The research above the used Bingo and implementation of discussion method significantly affected on students vocabulary achievement. It could be concluded that the use of Bingo increasing students vocabulary achievement was affective. The result that found in this research was t observed was 6,94 and t table 2,00. It can state that there is significant difference between from students vocabulary scores taught by using Bingo and without Bingo. It means that Bingo Media are quite effective in improving students vocabulary achievement.

scholarly journals USING SOCIOGRAM TO IMPROVE THE WRITING AND SPEAKING ACHIEVEMENTS OF THE EIGHT GRADE STUDENTS OF SMPN 1 JARAI

2019 ◽  
Vol 2 (2) ◽  
pp. 269
Author(s):  
Yoga Pratama
Keyword(s):  
Eighth Grade ◽  
Control Group ◽  
Control Groups ◽  
Control Group Design ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
And Control ◽  
Experimental Group ◽  
Test Control

The objectives of this study were to find out whether or not there was significant improvement in writing and speaking achievements of the eighth grade students of SMPN1 Jarai after they were taught by using Sociogram, to find out whether or not there was significant improvement in each aspect of writing and speaking achievements of the eighth grade students of SMPN1 Jarai after they were taught by using Sociogram, to find out whether or not there was significant difference in writing and speaking achievements between the eighth grade students of SMP 1 Jarai who were taught by using Sociogram and those who were not, and to find out the perception of the eighth grade students of SMPN 1 Jarai after they were taught by using Socoiogram. In this paper, an experimental research method with pre and post test control group design was used with 70 students as the sample divided into two groups, experimental and control group. However, only the students of the experimental group were taught by using Sociogram. The obtained data were analyzed by using t-test. The students were given questionnaire to know their perceptions. The result showed that there was a significant difference in both students? writing and speaking achievements after they were tought by using Sociogram. Furthermore, it was found that there was a significant difference in students? writing and speaking achievement between the experimental and control groups. In conclusion, Sociogram improves the students? writing and speaking achievements.

scholarly journals Using Star (Select, Teach, Activate and Revisit) Strategy to Increase Vocabulary Mastery of Eighth Grade Students

2021 ◽  
Vol 1 (1) ◽  
pp. 11-19
Author(s):  
Supiah Supiah ◽  
Defia Syntha Defi
Keyword(s):  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Eighth Grade ◽  
Control Group ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

The objectives of this study were: (1) to describe the implementation of STAR (Select, Teach, Activate and Revisit) strategy of the eighth grade students of MTs N 1 Bangka, and (2) to find out whether there was any significant difference in vocabulary mastery between the students who were taught by using STAR strategy and the students who were taught without STAR strategy. This study was focused on vocabulary mastery. The total number of sample was 64 students. In this study, the researcher used experimental research method with a quasi-experimental design. The result showed that the students’ vocabulary mastery significantly increased. It could be seen from the pre-test and post-test mean score. Furthermore, the result of independent sample t-test of students’ post-test between experimental group and control group showed that the t-obtained was higher than t-table (2.547 > 2.00) and the p-output was lower than computation with level significant 0.05 (0.014 < 0.05). It means that the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. It could be concluded that STAR strategy was effective to increase students’ vocabulary mastery.

scholarly journals THE EFFECT OF USING POWERPOINT MODIFIED PICTURES IN WRITING DESCRIPTIVE TEXT TO THE EIGHTH GRADE STUDENTS OF SMPN 22 KOTA BENGKULU IN 2016/2017 ACADEMIC YEAR

2018 ◽  
Vol 2 (1) ◽  
pp. 76-85
Author(s):  
Tri Susilo ◽  
Kasmaini . ◽  
Indah Damayanti
Keyword(s):  
Alternative Hypothesis ◽  
Eighth Grade ◽  
Control Group ◽  
Writing Ability ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
Writing Tests ◽  
And Control ◽  
Academic Year

This study aimed at investigating the effect of using powerpoint modified pictures as a media in teaching writing descriptive text. The population of this study was all the students of eighth-grade students of  SMPN 22 Kota Bengkulu in academic year 2016/2017 with the total number of population 66 students. The sample of this research was taken by using purposive sampling. By using that technique, 42 students were taken as the samples. The samples divided into two groups, experimental and control group. The instrument employed in this study was writing tests. The pre-test was conducted before giving treatments in order to know the scores of both groups. After giving some treatments to the experimental and control group, the post-test was held to both groups. Based on the data analysis of the post-test, it was found that t-count > t-table (4.66 > 2.021). This finding indicated that there was a significant difference between the experimental and control group scores. It means that the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. In other words, powerpoint modified pictures had a significant effect on students’ writing ability. The use of powerpoint modified pictures could increase students’  writing ability especially in descriptive text. Therefore, this technique can be applied by the teacher as a teaching aid in descriptive text’s writing.

scholarly journals History teaching based on the fundamental sources of Turkish cultureTürk kültürünün temel kaynaklarına dayalı tarih öğretimi

2016 ◽  
Vol 13 (3) ◽  
pp. 5772
Author(s):  
Servet Hali ◽  
Yavuz Bolat
Keyword(s):  
Student Success ◽  
Reading Skills ◽  
Teaching Method ◽  
Primary Sources ◽  
Control Group ◽  
Significant Difference ◽  
Turkish Culture ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control

The main points in reading education read it to understand. Learning happen in case of no meaningful reading is not possible. History lesson of reading skills must be improved in order to achieve success. The purpose of this study Turkish culture is the history lessons to improve reading comprehension skills by utilizing the basic resources. History of reading skills form the basis of the course is to provide education and training in the use effectively. In doing so our main source read in the past is to try to learn in light of our own resources. Pretest-posttest control group quasi-experimental research model is used in this study because of the purpose of evaluating the effect of teaching method based on the primary sources of Turkish culture on student success. In this study, the teaching based on the primary sources of Turkish culture is used as the independent variable, student success is used as dependent variable. Pretest and post test results applying the experimental and control groups were obtained. The experimental group subjects Kutadgu Bilig according to the results of teaching with the reading of selected sections has been found to be a significant difference in the final test. ÖzetEğitim-öğretimde en temel husus okuma, okuduğunu anlamadır. Anlamlı bir okuma yapılmadığı takdirde öğrenmenin gerçekleşmesi mümkün değildir. Tarih derslerinde başarı elde edebilmek için okuma becerisinin geliştirilmiş olması gerekir. Bu çalışmanın amacı; tarih derslerinde Türk kültürünün temel kaynaklarından yararlanarak okuma-anlama becerilerini geliştirmektir. Eğitim-öğretimin temelini oluşturan okuma becerisinin tarih derslerinde etkili bir şekilde kullanılmasını sağlamaktır. Bunu gerçekleştirirken de temel kaynaklarımızın okunmasını, geçmişi kendi kaynaklarımızın ışığında öğrenmeye çalışmaktadır. Bu araştırmada, Türk Kültürünün temel kaynaklarına dayalı öğretim yönteminin öğrenci başarısına etkisinin incelenmesi amaçlandığı için ön test-son test kontrol gruplu yarı deneysel araştırma modeli kulla­nılmıştır. Araştırmada, Türk kültürünün temel kaynaklarına dayalı öğretim bağımsız değişken, öğrenci başarısı bağımlı değişken olarak kullanılmıştır. Deney ve kontrol gruplarına ön test ve son test uygulanarak bazı bulgular elde edilmiştir. Deney grubuna Kutadgu Bilig’den ders konusuna uygun olarak seçilen bölümlerin okunması ile gerçekleştirilen öğretim sonucu son testte anlamlı bir farklılık olduğu tespit edilmiştir.

scholarly journals Using Herringbone Technique in Teaching Reading Narrative Text at the Eighth Grade Students of SMP Negeri 9 Parepare

2018 ◽  
Vol 1 (2) ◽  
pp. 76-85
Author(s):  
Sudarmanto Sudarmanto
Keyword(s):  
Sampling Technique ◽  
T Test ◽  
Control Group ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Test Use ◽  
And Control ◽  
Experimental Group

This research discussed how the use herringbone technique  to improve the students’ ability in reading. This research used quasi experimental design that applied a pre-test and post-test design. The data was analyzed by using t-test. The population of this research was the eight year students of SMP Negeri 9 Parepare in academic year 2013/2014. There were two classes, a class for experimental class and a class for control class. It utilized cluster random sampling technique. The number of each class was 30 students. The instrument used in this research was reading test use of herringbone technique in learning reading. The result of this research was a significant difference between experimental group and control group. This indicates the mean score of the post-test of experimental group was 97 while that of the control group was 92. Moreover, the t-test value (7,24) was higher than t-table value (2.021). In other words, Hypothesis Alternative (H1) was accepted and Hypothesis Null (H0) was rejected. This means that Using Herringbone technique can improve the students’ reading comprehension by using herringbone technique.

scholarly journals The Use of Wall Charts in Instruction to Improve the Eighth Grade Students’ Vocabulary Mastery (An Experimental Study at SMP Negeri 4 Banda Aceh)

2020 ◽  
Vol 2 (8) ◽  
Author(s):  
Nora Fitria ◽  
T M Rafsanjani
Keyword(s):  
Experimental Study ◽  
T Test ◽  
Eighth Grade ◽  
Control Group ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
Wall Chart ◽  
Experimental Group ◽  
Banda Aceh

The study was aimed to find out if there is a significant difference between the eighth grade students of SMP Negeri 4 Banda Aceh who are taught vocabulary by using wall chart and those who are taught without using wall chart. The experiment was from conducted from from March 5th, 2018 to May 8th, 2018.  2018 at SMP Negeri 4 Banda Aceh. This study is conducted by using quantitative research and in this case is an experimental study. The population of this study is all students of the eighth grade students of SMP Negeri 4 Banda Aceh in academic year 2017/2018. The total population is 115 students who are composed of five classes; class VIII1, class VIII2, class VIII3, class VIII4, and class VIII5. While the sample of this study  is taken from two classes of the five classes. One class is as an experimental group and one another is as control group. In this study, the students of class VIII5   are taken as experimental group and the students of class VIII4  are taken as control group. Every group consists of 30 students thus the total sample is 60. Choosing class as experimental and control group is done randomly. The data were gotten through test; pre-test and post test. The data were analyzed by using SPSS 18.0. The result of the study shows that there is a significant difference between the eighth grade students of SMP Negeri 4 Banda Aceh who are taught vocabulary by using wall chart and those who are taught without using wall chart. It can be proven from the result of this study where the result of t-test of post-test of the both group is 3.028. While the result of  t-table with the level of significance 0,05 is 0,668. Thus, t-test (3.028) is greater than the t-table (0,668). Based on the result of the study, English teachers of SMP Negeri 4 Banda Aceh especially those who teach vocabulary should implement Wall Charts in teaching and learning process because the implementation of the media can increase the students’ vocabulary mastery.

scholarly journals Yoga, Physical Education, and Self-Esteem

2007 ◽  
Vol 5 (2) ◽  
pp. 13-17 ◽  
Author(s):  
Kaci A. Bridges ◽  
Melody S. Madlem
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Self Esteem ◽  
Control Group ◽  
Control Groups ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
And Control ◽  
Over Time

Researchers studied increases in self-esteem of eighth-grade students after participation in regular physical education and yoga-enhanced physical education classes. Self-esteem was measured by the Coopersmith Self-Esteem Inventory. The Coopersmith Self-Esteem Inventory was given pre, mid, and post test in both the experimental and control group. The results showed that over the course of the eightweek intervention, self-esteem did increase in both the experimental and control groups. There was no significant difference in self-esteem between regular physical education activities and yoga. The study revealed the importance of physical activity, including yoga, for enhancing self-esteem. Theories for why self-esteem increased over time are discussed in the study.

scholarly journals The effects of using whiteboard animation toward Indonesian students’ vocabulary and grammar mastery

2021 ◽  
Vol 17 (2) ◽  
pp. 783-793
Author(s):  
Syafrizal Syafrizal ◽  
Muhajir Muhajir ◽  
John Pahamzah ◽  
Fajar Furqon
Keyword(s):  
Junior High School ◽  
Test Score ◽  
Teaching Method ◽  
Control Group ◽  
Positive Effects ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
Experimental Group

English has been a particular subject at schools. Most of the students have difficulties in mastering its vocabulary and grammar. Therefore, at this time the researcher conducted a research which aimed to reveal the effects of using whiteboard animation toward the student’s vocabulary and grammar mastery. The researchers used the experimental research. The sample of research consisted of two groups from the eighth grade students at Indonesian Junior high school. For data collection were taken from pre-test and post-test. The results of were analysed using T-test to verify the hypothesis of the research. The results of this research indicate that whiteboard animation has positive effects on mastering English vocabulary and grammar. There was 58.9% improvement from the experimental group for the vocabulary. While for the control group, there is 37% improvement. For grammar test, the experimental group shows impressively significant difference with more than 100% improvement. While the control group shows 50.5% improvement in the grammar test. In conclusion, the researchers found that students who learn vocabulary and grammar through whiteboard animation show more significant improvement than the control group taught by conventional teaching method. The researchers also measured the effect size between vocabulary post test score with R squared of 0.321 and grammar post-test score with R squared of 0.485 from the experimental group. Based on the results of the research, the researchers concluded that whiteboard animation has significant effect towards both students’ vocabulary and grammar with more improvement on grammar mastery though.

scholarly journals The Impacts of Using Pictures for Teaching Vocabulary to the Seventh Grade Students of SMP N 2 Imogiri in Academic Year 2018/2019

2019 ◽  
Vol 2 (1) ◽  
pp. 32
Author(s):  
Khafidhoh Khafidhoh
Keyword(s):  
Control Group ◽  
Seventh Grade ◽  
Instructional Process ◽  
Significant Difference ◽  
Post Test ◽  
Data Collection Technique ◽  
And Control ◽  
The Impact ◽  
Experimental Group ◽  
Vocabulary Achievement

The research objective is to investigate the impact of using pictures for teaching vocabulary. The research belongs to experimental study. The study population was seventh-grade students of SMP N 2 Imogiri. While two groups or classes of the population as the sample, they are experimental and control group. The data collection technique used was pre-test and post-test. The research findings were the impacts of using pictures, and the pre-test and post-test mean score. First, the impacts of using pictures can improve the students' score, besides it also can draw the students' attention, and students enjoyed and want to participate in the instructional process. Second, the pre-test mean score of the experimental group was 63.04 and the control group was 70. While the post-test mean score of both groups had increased, the mean score of the experimental group was 90.54, and the control group was 84.29. The result of t-test indicated that there is a significant difference in students' vocabulary achievement between both groups. Then, the Sig. (2-tailed) was 0.009 which is lower than 0.05 (0.009<0.05). Thus, the Ha of the hypothesis was accepted. It can be concluded that there is a significant difference in students’ vocabulary achievement of students between both groups.      

scholarly journals THE EFFECT OF GENRE-BASED APPROACH AND LEARNER AUTONOMY ON THE WRITING COMPETENCE OF THE EIGHTH GRADE STUDENTS OF SMP HARAPAN NUSANTARA

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
N. M. S. Artini ◽  
I K. Seken ◽  
I G. Budasi
Keyword(s):  
Sampling Technique ◽  
Learner Autonomy ◽  
Eighth Grade ◽  
Control Group ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
Competence Test ◽  
Writing Competence ◽  
Academic Year

This study aimed at: a) finding out whether or not there is a significant difference in writing competence between the students who were taught by using genre based approach and those who were taught by using a conventional strategy; b) finding out whether or not there is an effect of the interaction between the implementation of genre based approach and learner autonomy on the students writing competence; 3) finding out whether or not there is a significant difference in writing competence between the students with high autonomy treated by using genre based approach and those treated by using a conventional strategy; 4) finding out whether or not there is a significant difference in writing competence between the students with how autonomy who were treated by using genre based approach and those treated by using a conventional strategy. The study employed a post test for control group and an experiment group with 2 x 2 factorial designs. The population of the study was 196 eighth grade students of SMP Harapan Nusantara in academic year 2015/2016 where 144 of them were selected as the sample of the study through cluster random sampling technique. The data were collected by means of attitude questionnaire and writing competence test and were analyzed by using Two-Way ANOVA and Tukey test. The result of this research showed that: a) there was significant difference in writing competence between the students who are taught by using genre based approach and those who are taught by using a conventional strategy, b) there was significant effect of the interaction between the implementation of genre based approach and learner autonomy on the students’ writing competence, c) there was significant difference in writing competence between the students with high autonomy treated by using genre based approach and those treated by using a conventional strategy and d) there was significant difference in writing competence between the students with low autonomy who are treated by using genre based approach and those treated by using a conventional strategy. The implication of this study reveals that a Genre-Based Approach is useful approach for supporting students’ development.

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